Education of rural children with special abilities : a study conducted on the West Coast of the South Island.

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Author

Date

Permanent Link

Thesis Discipline

Education

Degree Grantor

University of Canterbury

Degree Level

Masters

Degree Name

Master of Education

This study set out to investigate the quality of educational
provisions for Children with Special Abilities in a rural
area of New Zealand.
The West Coast of the South Island is a relatively isolated
area characterized by small rural communities separated
by long distances. Difficulties are experienced in travel
and communication with some parts of the area receiving
limited radio and television reception.
Schools are predominantly small, 50% being one-two teacher
schools. The area is administered by two different education
boards. Staff turnover is high and teacher qualifications
are lower than the national average.
A survey was carried out asking principals of West Coast
schools catering for primary levels to nominate children
with special abilities in their schools. Questionnaires
were then sent to the parents and to the children themselves.
A small group of experienced teachers was interviewed
in order to gain further in-depth information on
teachers' knowledge of and attitudes to children with
special abilities.
It was found that children with Special Abilities were
taught almost exclusively within their own schools. There were no withdrawal programmes available, transport
costs limited schools' ability to travel or to obtain
resources, mentors were not used to help cater for Children
with Special Abilities and the resources of the Correspondence
School Individual Programming Section were used by few
schools.
Teachers demonstrated a lack of confidence in their ability
to identify and cater for Children with Special Abilities.
Very few had received either preservice or inservice training
in this area. They were further unfamiliar with the range
of suggested identification procedures currently espoused
by the Department of Education. Children who were identified
from the survey were predominantly those demonstrating
one or more areas of high achievement at school. The majority
were also well-adjusted children who enjoyed school.
Data from teachers and parents showed that there was a
high level of agreement that children nominated were of
high ability. However, while parents were very involved
in assisting in their children's schools, their contribution
was at an organisational level and none had been asked
to assist in programmes to cater for children with special
abilities.
The difficulties experienced by West Coast teachers in
catering for their Children with Special Abilities are discussed in relation to the present 'mainstreaming' emphasis
followed by the Department of Education and the paucity
of resources provided. Implications for educational policy
and for further research are examined.